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ERIC Number: EJ898651
Record Type: Journal
Publication Date: 2010-Oct
Pages: 26
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-0950-0693
US Urban Elementary Teachers' Knowledge and Practices in Teaching Science to English Language Learners: Results from the First Year of a Professional Development Intervention
Santau, Alexandra O.; Secada, Walter; Maerten-Rivera, Jaime; Cone, Neporcha; Lee, Okhee
International Journal of Science Education, v32 n15 p2007-2032 Oct 2010
The study examined US elementary teachers' knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five-year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first-year implementation of the intervention. Based on teachers' questionnaire responses and classroom observation ratings, results indicated that (1) teachers' knowledge and practices were within the bounds of acceptability but short of reform-oriented practices and (2) grade-level differences existed, especially between Grades 3 and 5. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 3; Grade 4; Grade 5
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A